EDUCATION FOR ALL
IN EMERGENCIES
AND RECONSTRUCTION
G E N E R A L O V E R V I E W
S E C T I O N
GUIDEBOOK FOR PLANNING EDUCATION IN EMERGENCIES AND RECONSTRUCTION
The designations employed and the presentation of
material throughout this review do not imply the expression
of any opinion whatsoever on the part of UNESCO or the
IIEP concerning the legal status of any country, territory,
city or area or its authorities, or concerning its frontiers
or boundaries.
The publication costs of this study have been covered
through a grant-in-aid offered by UNESCO and by
voluntary contributions made by several Member States
of UNESCO.
Published by:
International Institute for Educational Planning
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Layout and cover design: Sabine Lebeau
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ISBN: 92-803-1288-X
© UNESCO 2006
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I I E P • I N T E R N A T I O N A L I N S T I T U T E F O R E D U C A T I O N A L P L A N N I N G
CONTEXT AND CHALLENGES
The issue of access to education for all children
has become a priority for the international
community. In 2000, this global commitment
was reaffi rmed at the World Education Forum
in Dakar, Senegal, in the form of specifi c
goals.
In addition, the United Nations Millennium
Declaration also calls on the international
community “to ensure that, by [2015], children
everywhere, boys and girls alike, will be able to
complete a full course of primary schooling”
and that “girls and boys will have equal access
to all levels of education” (United Nations,
2000: 5). The Dakar World Education Forum
explicitly acknowledges that armed confl icts
and disasters constitute a major impediment
to the achievement of Education for All. The
Dakar Framework for Action included a pledge
by the international community to “meet
the needs of education systems affected by
confl ict, natural calamities and instability . . .”
(World Education Forum, 2000: § 8(v)).
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EDUCA